work further on paragraph submitted Monday; enlist help of others; see teacher feedback; current TRNTN score will not be recorded, but shows assessment without revision; as you revise, be sure to consult at least one classmate, and acknowledge that person in the footer of the new paragraph;

submit new version by Fri Feb 2, ideally before class starts

general suggestions: use passages, address question clearly, provide convincing/compelling support for your interpretation of Hamlet’s character in this scene; answer the question, “How do you know?” In other words, what have we seen or heard that makes sense of your interpretation? pretend you are directing a performance of this play and need to explain to the actor what mix of genuineness and acting fits Hamlet’s motivations in this speech.

learning goal: who is the most able problem-solver in David Auburn’s play? Can you prove it?

The following process accommodates today’s various activities–e.g., field trips, college visits, etc. From the worksheet, you will see that you can navigate these steps on your own or with partner(s). The sheet asks you to identify how you produce your results.

step 1: “To think like a mathematician means to . . . “: consolidate your previously-brainstormed responses onto the worksheet, entering five to ten of the most significant entries

step 2: on the worksheet, identify five to ten ways the play PROOF completes the phrase “to think like a mathematician means to . . . ” Look for lines from the play, irrespective of your entries in Step 1. In other words, be open to new ideas. Lines from the play can either directly or indirectly indicate how a character thinks like a mathematician.

step 3: in the corresponding column, copy a brief passage from the play that supports each entry from step 2, trying to represent a range of scenes from throughout the play

step 4: in the column named “to think like a playwright is to . . . ,” make five to ten entries–based on your reading of this play by David Auburn

complete your own content writing rubric for your essay, and hand that in by the end of class–with any accompanying comments that explain (to yourself and Mr. Brown) noteworthy markings on the rubric

between now and Wed class, have someone else complete content writing rubric for your full draft

during second half of class–only after you have submitted a full draft to TURNITIN–if you and a small cohort want to, quietly use one of the library’s collaborative stations and its monitor to show classmates part of your current draft